Exploring Grad Dis
Exploring Grad Dis
Exploring Grad Dis
IMPLEMENTATION
Dissertation Submitted to
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Southern University and A&M College
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The Degree of
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Baton Rouge, La
December, 2023
EXPLORING GRADUATION DISPARITIES AMONG STUDENTS W I T H
POLICY IMPLEMENTATION
, Maat-Njeri
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Xavier Hoy, Ph:
Committee Member
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Atttit-7+7
Damien Ejigiri, Ph.D.
Dean Nelson Mandela College of Government and Social Sciences
11/22/2023
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© Copyright by
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2023
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ABSTRACT
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The purpose of this study is to explore graduation disparities among students
with disabilities in the southern region of the United States and assess the impact of
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IDEA policy implementation within these 11 states. The intent of this research is to
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graduation rates for students with disabilities. This research analyzes policies found
within the Individuals with Disabilities Education Act (IDEA) from federal and state
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what guidelines have been put in place to address the barriers students with
Graduation rates were collected from 11 states throughout the south that spanned an
qualitative data collected focused on the graduation rates of students with disabilities.
enhancing the quality of life for students with disabilities. Highlighting systemic
problems and advocating for equal opportunities, this research seeks to identify
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policies that if implemented properly will improve learning outcomes as well as
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DEDICATION
This body of work is dedicated to my son Andrew Gibran Latham. October 23,
2003, was the most pivotal day of my life. On this day God allowed me to not only hold
my baby boy in my arms for the first time but he gave me the biggest gift of life, the
privilege of motherhood.
Andrew,
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You came into this world, illuminating it with your spirit and your presence
brought me peace. I remember staring at you in amazement while saying “it’s nice to
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finally meet you” and you gave me the biggest smile, with that moment came a
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In your journey from a child to a man of character, I have learned so much about
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love, patience, and the power of dreams and faith. Your inquisitive nature has always
encouraged me to seek knowledge, and your resilience has taught me to persevere, even
when the odds appear to not be in our favor. With God on our side, you and I have
continued to prevail.
You are a blessing to me Andrew. With each passing day, you continue to amaze
me with your kindness, intelligence, and creativity. You, my son, are the inspiration
behind every page of this dissertation. May this work serve as a testament to your
Your mom,
Maat-Njeri Emayana Latham
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ACKNOWLEDGMENTS
me this incredible opportunity. Without his strength, mercy and love this would not
have been possible. His presence and blessings are instrumental in my success.
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forever grateful for her investing in developing me both as a leader and as an
individual.
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I would like to express my deepest gratitude to the dean of the Nelson
Mandela College, Dr. Damien Ejigiri, for believing in me. Your visionary leadership
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change the lives of students with disabilities. Additionally, I would like to express my
professionals.
whose support, camaraderie, and shared experiences have made this journey special.
In conclusion, I am humbled and grateful for friends and family members who
played a significant role in my life as I completed this dissertation. You have been
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pillars of strength and inspiration. Your wise advice was invaluable, and your
Maat-Njeri E. Latham
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TABLE OF CONTENTS
ABSTRACT................................................................................................................iiiv
DEDICATION ............................................................................................................. vi
CHAPTER 1 – Introduction.......................................................................................... 1
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Statement of the Problem ..................................................................................... 16
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Purpose of the Study............................................................................................. 17
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CHAPTER 3 - LITERATURE REVIEW ................................................................... 35
Comparison of Graduation Rates and Policies in States With Lower Rates ........ 38
Background .......................................................................................................... 70
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Reliability and Validity ........................................................................................ 82
Alabama ....................................................................................................................... 87
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Arkansas....................................................................................................................... 90
Florida .......................................................................................................................... 91
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Georgia......................................................................................................................... 93
Kentucky ...................................................................................................................... 95
Louisiana ...................................................................................................................... 97
Arkansas..................................................................................................................... 110
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Georgia....................................................................................................................... 114
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IEP.............................................................................................................................. 129
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CHAPTER 1
INTRODUCTION
address the graduation rates of students with special needs, with a primary focus
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as mandates emerged, they were established with a primary focus on ensuring that
system for students with disabilities, began with the establishment of the first
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school dedicated to special education, the American School for the Deaf, in 1817
school. This milestone has paved the way for the development of comprehensive
policies and programs tailored to meet the unique needs of these students.
Act (IDEA) (National Centre on Disability and Journalism, 2018). The term
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"special needs", which refers to a student with disabilities, encapsulates a
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education and related services (U.S. Department of Education, 2018).
In the realm of special education, the terms special needs and disabilities
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are interwoven and often used interchangeably to describe the unique
their educational goals. Special needs are a blanket term that covers physical,
cognitive, emotional, and behavioral challenges that may hinder a student’s ability
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modifications, all of which ensure equitable access to education for students who
world by providing them with the necessary resources and skills to graduate from
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high school, secure employment, pursue higher education, and achieve self-
educational setting that provides the fewest possible limitations to their learning
context that shaped these practices. The legal term, least restrictive environment,
special needs that provides the most appropriate level of support for their
disability while allowing them to benefit in the educational environment with their
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non-disabled peers to the greatest extent possible (States 2006).
students with special needs. Historically, special education services for students
with disabilities have not always been guaranteed in the U.S. The initial
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prevention measure for children living in urban slums or deemed at risk due to a
disability. Urban school districts designed manual training courses for disabled
requirements of students with special needs, the American School for the Deaf
(ASD), was founded by Laurent Clerc and Thomas Gallaudet in 1817 in Hartford,
Connecticut (American School for the Deaf, 2013). This institution was the first of
its kind to serve children with special needs in the Western Hemisphere. ASD's
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previous oralist approach, which used oral instructions to train those with hearing
impairments in the skill of speech creation and lip-reading. ASD’s approach was
deaf students and provided them an educational path tailored to their unique
founding the Perkins Institution to provide a formal education for blind (Heller,
1979). Under Dr. Howe's guidance, the institution not only provided academic
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instruction but also fostered student empowerment and independence, marking a
institutions and programs began to emerge worldwide. The success of deaf and
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The evolution of special education expanded from serving only deaf and
blind students to also serving students with intellectual challenges when Amos
P.S. Gushing founded The Syracuse State Institution in 1851. This institution
catered to the needs of what was then referred to as the mentally handicapped
The school's vision was to enhance the abilities of these individuals through
training and to equip them with the necessary resources for personal and
2013). By 1890, a substantial number of children with special needs had been
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educated in manual classes, learning various skills such as carpentry, metalwork,
United States did not have federal regulations in place that mandated educating
students with special needs until 1965. In many cases prior 1965, parents with
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Elementary and Secondary Education Act
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The ascension of The United States’ societal beliefs about educating all
administration. The Great Society and War on Poverty were fundamental elements
the enactment of the Elementary and Secondary Education Act (ESEA) of 1965
(McGuinn & Van Der Slik, 2018). The aim of the ESEA was to address the
access to quality primary and secondary education (Rioux, 1965). In the field of
education, the term disadvantaged children embodies a vast range of students who
face challenges that impede their academic progress and development. This
behavioral disabilities that require tailored support and resources to help them
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reach their full potential. These students are at risk of experiencing educational
numeracy gap for disadvantaged students (Paul, 2018). This act allocated funds
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performance of disadvantaged students. These programs were designed to address
proficiency.
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The Education of the Handicapped Act (EHA) (Public Law 91-230) was
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implemented in 1970 to replace the ESEA act of 1965. The Education of the
Handicapped Act (P.L. 91-230) was passed by Congress with the aim of
(Wright & Wright, 2004). The Education of the Handicapped Act aimed to
with disabilities. The Education for All Handicapped Children Act (EHA) ensured
that every child with a disability in all states and localities throughout the nation
was entitled to receive a free and suitable public education, commonly referred to
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Education for All Handicapped Children Act
The Education for All Handicapped Children Act (Public Law 94-142)
institutions that were obligated to offer this service are those that receive financial
students, with the primary objective being to ensure that these plans are as similar
as possible to those designed for students who are physically and mentally
capable.
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Another provision of this Act required school districts to establish a
due process hearings, to address and resolve their concerns about their children’s
resolution system that allows schools and parents to resolve their differences
without the need for a formal due process hearing (U. S. Government
Education Plan (IEP). IEPs serve as the blueprint for the educational journey of a
student with disabilities, detailing their individual needs and the specific services
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necessary to meet those needs. The aim of this personalized learning experience is
to encourage inclusivity and equal opportunity, ensuring that all students can
Although the EHA and EAHCA acts are connected to ESEA, they did not
serve as replacements for it. The ESEA represented a broad federal law that
public schools. Subsequentially, the EHA and EAHCA acts were designed to cater
2020).
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Evolvement of EHA Into Individuals with Disabilities Education Act (IDEA)
IDEA is a federal law that supports special education and related services
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for children and teenagers with disabilities. This law ensures that individuals with
disabilities can access free and suitable public education that is tailored to their
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employment, and independent living. The legislation, which was enacted in 1975,
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was initially referred to as the Education of Handicapped Children. The law was
Individuals with Disabilities Education Act (IDEA) is a federal United States law
that guaranteed the right to a free and adequate public education (FAPE) of
children with special needs. The provision of special education services to cater to
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Public Education (FAPE) policy in public schools. The provision of specialized
facilitate the learning and involvement of students with disabilities in the general
(FAPE) policy for public schools. Individuals who are covered under the
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Individuals with Disabilities Education Act (IDEA) are entitled to receive a
who utilize mobility aids or other supportive apparatus from their non-disabled
wherein each student brings forth a unique set of attributes and capabilities. The
treating all individuals with dignity and consideration. The provision of special
education facilitates the discovery and expression of individual voices among all
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IDEA developed FAPE in order to guarantee that students with disabilities and
their families have access to appropriate educational supports and services, the
law grants them specific rights and safeguards (U.S. Department of Education,
integrate the knowledge gained by schools and families on the most effective
ways to cater to the needs of children. The United States has transitioned from
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The No Child Left Behind Act
No Child Left Behind Act (NCLB) was signed into law by President
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George W. Bush on January 8, 2002 (Hursch, 2007). The primary objective of
was broadly applicable to all public schools catering to students from kindergarten
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ethnic backgrounds who are enrolled in educational institutions, students who are
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proficiency in the English language (Lee, 2014). NCLB ensured that special
are a required academic indicator under NCLB's provisions for defining and
states are required to measure and report graduation rates for all subgroups,
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Before NCLB, there was no requirement in the United States to track
special education graduation rates. NCLB policy made it mandatory that schools
reported graduation data for various student groups one of which is special
NCLB was heavily criticized. One of the main issues raised was the
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standardized tests to achieve high scores (Mann, 2016). Critics also argued that
the law was overly prescriptive, limiting the authority of states to develop their
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own distinct special education policies. As a response to these criticisms, the
Every Student Succeeds Act (ESSA) was introduced in 2015 to replace NCLB.
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The goal of implementing ESSA was to address and rectify some of the concerns
ESSA of 2015 was signed into law by President Barack Obama with the
national policy, states hadhave the authority to specify how they account for
students’ success. Each state has the freedom to determine how to close the
achievement gap for disadvantaged students, which includes those who receive
special education services. Under ESSA, unlike NCLB, students are not required
to meet proficiency standards. Instead, states set their own long-term goals and
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Challenges in Special Education Graduation Rates in the South
Despite notable strides in championing the rights of students with special needs,
the U.S. faces significant hurdles, primarily the low graduation rates among
special education students. These challenges underscore the need for a thorough
narrow the gap between resource allocation and policy implementation to ensure
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directing resources, prioritizing the creation of personalized educational plans, and
fostering inclusive settings, the U.S. can equip special needs students with the
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essential tools for academic and social success. Therefore, the development and
(NCES), the graduation rate for students in special education during the 2018-
2019 school year was 67.1%. In comparison, the graduation rate for their non-
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